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ERIC Number: ED446159
Record Type: Non-Journal
Publication Date: 1999-Sep
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Inequality in the First Year of Primary School. CES Briefing.
Croxford, Linda
In Scotland, the Early Intervention Programme (EIP) aims to raise standards of literacy and numeracy in the first 2 years of primary school with an emphasis on overcoming disadvantage and inequality. As part of this initiative, one local authority, Aberdeen City, has introduced Baseline Assessment on entry to primary school with a follow-up assessment at the end of Primary 1 (P1) stage. Analysis of the assessment data at the beginning and end of P1 makes it possible to evaluate the effectiveness of the EIP. Levels of attainment of literacy and numeracy varied considerably for these students, but their attainment tended to be lower if they were younger than average, had English as a second language, came from relatively poor families, or lived in areas of multiple deprivation. On entry to P1 there was no evidence of gender differences in attainment of literacy or numeracy, but gender differences emerged during P1. By the end of the first year, girls had made more progress in reading and less progress in mathematics than boys. Inequity in literacy increased during P1, and students from disadvantaged backgrounds made less progress than others. Inequality in numeracy decreased during P1, with some evidence of catching up by students who started with relatively low attainment in mathematics. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Edinburgh Univ. (Scotland). Centre for Educational Sociology.
Identifiers - Location: United Kingdom (Scotland)